The Invisible Backpack: What First Generation College Students Carry That Others Don’t

Financial Pressure, Imposter Syndrome, and the Weight of Family Expectations

They walk across campus like all other students with their backpacks over their shoulders and their schedule packed with classes and assignment deadlines. But for first generation college students, they carry another kind of backpack, one you can’t see.

It’s filled with financial pressure, self-doubt, and the weight of expectations that stretch far beyond the classroom. It’s the quiet burden of being “the first”, and everything that comes with it. It’s their invisible backpack.

What it Means to be First-Generation

A first-generation college student is typically defined as someone whose parents did not complete a four-year college degree. Today, they make up about one-third of all college students in the United States.

First generation students often enter higher education without the same roadmap that many of their peers may take for granted. There’s no built-in guidance on financial aid, office hours, internships, or navigating academic systems. Instead, they are learning everything as they go while also carrying pressures that others may have never gone through or considered.

Financial Pressure is More Than Tuition

For many of these students’ college is not only an educational journey but also where they learn the skill of balancing finances.

Research shows that first generation students are more likely to rely heavily on financial aid and juggle additional responsibilities such as part or full-time jobs or family obligations. Some even face food insecurity or unstable housing, both of which are linked to increased stress and academic challenges.

Financial strain does not only affect a student’s wallet, but it also affects their time, focus, and mental health. While some students spend evenings studying or networking, others are working later shifts, sending money home, or worrying about whether they can afford their next meal or next semester of classes.

This pressure contributes to real outcomes. It is a fact that first-generation students are more likely to leave college due to financial reasons compared to their peers. But despite these challenges, many of them persist.

Imposter Syndrome: “Do I Even Belong Here?”

Despite being accepted into university, many first-generation students carry a lingering thought in their mind making themselves question if they really belong.

This feeling is known as imposter syndrome, a psychological pattern where individuals doubt their accomplishments. Research shows that first-generation students are more likely to experience imposter syndrome than their higher education peers and many report doubtful thoughts like:

“Everyone else is more prepared than I am” or “I don’t know how to navigate this like others do”

These feelings are not rooting in their ability but more in their lack of exposure. College environments are often built around unspoken norms and expectations that assume prior familiarity. For students whose families have never experienced higher education, this creates what researchers call a “cultural mismatch”, a gap between the student’s background and the institution's expectations of them.

Over time, this mismatch can lead to

·       A lower sense of belonging

·       Increased anxiety and stress

·       A reduced likelihood of seeking support services

In other words, the challenge is not only academic, but also emotional.

The Weight of Family Expectations

 For many first-generation students, success is rarely personal to them but rather for the collective of their families. They may carry the hopes of their entire families including their parents who sacrificed, siblings who are watching, and communities that see them as a symbol of possibility. This can create a powerful, but often overwhelming, sense of responsibility.

Studies show that first-generation students frequently feel pressure to succeed not just for themselves, but to uplift their families and break cycles. This pressure can manifest in different ways such as

·       Choosing “safe” majors over passions

·       Avoiding risks, they feel could lead to failure

·       Feeling guilty for opportunities their family did not have

·       Struggling to balance school with family responsibilities.

As one study notes, this emotional burden can lead to increased stress, anxiety, and conflict within themselves as students try to honor their personal goals and their family’s expectations of them.

There is Strength in the Struggle

While much of the conversation focuses on challenges, it’s important to recognize something equally as powerful and that is that first generation students are among the most resilient, resourceful, and determined individuals in higher education.

Research highlights that many develop strong mental capital like persistence, adaptability, and motivation, which helps them succeed despite such barriers. And in many cases, these students go on to outperform expectations and create lasting change in their families.

The invisible backpack that first-generation students carry is heavy, but it is not a weakness. It is evidence of strength, responsibility and courage with each of these students, but no student should carry it alone. Addressing these challenges requires more than individual effort, it requires community, awareness, and intentional support systems that recognize the full experience they go through during their higher educational career.

When we are able to lighten the load, we can not only change the outcome of the individual students, but also generational ones.

How Next Generation John is Supporting First-Generation Students

At Next Generation John we understand that success is not just about access but also support. That’s why our approach focuses on addressing both the visible and invisible challenges students face by providing guidance and mentorship from individuals who understand the experiences of first-generation students. 

Resources:

National Center for Education Statistics. (2023). First-generation college students: Characteristics and outcomes. U.S. Department of Education. https://nces.ed.gov/

Bartholomew, T. T., et al. (2025). Psychological health and well-being among first-generation college students. National Institutes of Health. https://pmc.ncbi.nlm.nih.gov/

Hamm, J. (2024). Imposter syndrome in first-generation college students (Master’s thesis). California State University, Monterey Bay. https://digitalcommons.csumb.edu/

Verdín, D. (2024). Psychological capital and resilience among first-generation college students. Journal of Postsecondary Student Success. https://www.tandfonline.com/